Phonics word list
Double consonant words
In short
Double consonant words have two of the same consonant in the middle, as in rabbit, kitten and happy. The double letter closes the first syllable so its vowel stays short. Our checked list has 489 two-syllable or longer words with a double consonant in the middle.
At a glance
- Words in our list
- 489
- By syllables
- one syllable: 0 · two syllables: 227 · three or more syllables: 262
- Taught in
- Lesson 67b in the sequence
Double consonant words, most common first
Spelling units show how each word breaks into the letters that spell one sound; a_e is a vowel and silent e working together. Readable after is the first lesson where a student can sound out the whole word.
tt (attach, attack)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| attach | a·tt·a·ch | 2 | Lesson 68 |
| attack | a·tt·a·ck | 2 | Lesson 68 |
| attend | a·tt·e·n·d | 2 | Lesson 68 |
| bitten | b·i·tt·e·n | 2 | Lesson 67b |
| bottle | b·o·tt·le | 2 | Lesson 75 |
| bottom | b·o·tt·o·m | 2 | Lesson 67b |
| button | b·u·tt·o·n | 2 | Lesson 67b |
| gotten | g·o·tt·e·n | 2 | Lesson 67b |
| latter | l·a·tt·er | 2 | Lesson 80 |
| little | l·i·tt·le | 2 | Lesson 75 |
| pretty | p·r·e·tt·y | 2 | Not in the sequence |
| settle | s·e·tt·le | 2 | Lesson 75 |
| attempt | a·tt·e·m·p·t | 2 | Lesson 68 |
| attract | a·tt·r·a·c·t | 2 | Lesson 67b |
| pattern | p·a·tt·er·n | 2 | Lesson 80 |
| written | wr·i·tt·e·n | 2 | Lesson 98 |
| quitting | qu·i·tt·i·ng | 2 | Lesson 67b |
| settling | s·e·tt·l·i·ng | 2 | Lesson 67b |
| attitude | a·tt·i·t·u_e·d | 3 | Lesson 67b |
| attention | a·tt·e·n·tion | 3 | Lesson 119 |
| forgotten | f·or·g·o·tt·e·n | 3 | Lesson 78 |
| attractive | a·tt·r·a·c·t·i·v·e | 3 | Lesson 67b |
| admittedly | a·d·m·i·tt·e·d·l·y | 4 | Lesson 74 |
| motto | m·o·tt·o | 2 | Lesson 68 |
pp (apple, apply)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| apple | a·pp·le | 2 | Lesson 75 |
| apply | a·pp·l·y | 2 | Lesson 73 |
| happy | h·a·pp·y | 2 | Lesson 74 |
| appeal | a·pp·ea·l | 2 | Lesson 85 |
| appear | a·pp·ear | 2 | Lesson 113 |
| happen | h·a·pp·e·n | 2 | Lesson 67b |
| oppose | o·pp·o_e·s | 2 | Lesson 68 |
| supply | s·u·pp·l·y | 2 | Lesson 73 |
| approve | a·pp·r·o·v·e | 2 | Not in the sequence |
| support | s·u·pp·or·t | 2 | Lesson 78 |
| suppose | s·u·pp·o_e·s | 2 | Lesson 67b |
| approach | a·pp·r·oa·ch | 2 | Lesson 86 |
| apparent | a·pp·a·r·e·n·t | 3 | Not in the sequence |
| approval | a·pp·r·o·v·a·l | 3 | Not in the sequence |
| opposite | o·pp·o·s·i·t·e | 3 | Lesson 67b |
| appearance | a·pp·ear·a·n·c·e | 3 | Lesson 113 |
| opposition | o·pp·o·s·i·tion | 4 | Lesson 119 |
| supposedly | s·u·pp·o·s·e·d·l·y | 4 | Lesson 74 |
| application | a·pp·l·i·c·a·tion | 4 | Lesson 119 |
| appropriate | a·pp·r·o·p·r·i·a_e·t | 4 | Not in the sequence |
| opportunity | o·pp·or·t·u·n·i·t·y | 5 | Lesson 111 |
| append | a·pp·e·n·d | 2 | Lesson 68 |
| appoint | a·pp·oi·n·t | 2 | Lesson 95 |
| oppress | o·pp·r·e·ss | 2 | Lesson 67b |
ll (allow, hello)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| allow | a·ll·ow | 2 | Lesson 96 |
| hello | h·e·ll·o | 2 | Lesson 68 |
| dollar | d·o·ll·ar | 2 | Lesson 111 |
| fallen | f·a·ll·e·n | 2 | Lesson 94 |
| follow | f·o·ll·ow | 2 | Lesson 86 |
| really | r·ea·ll·y | 2 | Lesson 85 |
| yellow | y·e·ll·ow | 2 | Lesson 86 |
| collect | c·o·ll·e·c·t | 2 | Lesson 67b |
| college | c·o·ll·e·g·e | 2 | Lesson 67b |
| falling | f·a·ll·i·ng | 2 | Lesson 94 |
| million | m·i·ll·i·o·n | 2 | Not in the sequence |
| collapse | c·o·ll·a·p·s·e | 2 | Lesson 67b |
| equally | e·qu·a·ll·y | 3 | Lesson 74 |
| illegal | i·ll·e·g·a·l | 3 | Lesson 68 |
| bulletin | b·u·ll·e·t·i·n | 3 | Lesson 67b |
| parallel | p·a·r·a·ll·e·l | 3 | Not in the sequence |
| excellent | e·xc·e·ll·e·n·t | 3 | Not in the sequence |
| partially | p·ar·ti·a·ll·y | 3 | Lesson 119 |
| specially | s·p·e·ci·a·ll·y | 3 | Lesson 119 |
| collection | c·o·ll·e·c·tion | 3 | Lesson 119 |
| actually | a·c·t·u·a·ll·y | 4 | Not in the sequence |
| initially | i·n·i·ti·a·ll·y | 4 | Lesson 119 |
| virtually | v·ir·t·u·a·ll·y | 4 | Not in the sequence |
| especially | e·s·p·e·ci·a·ll·y | 4 | Lesson 119 |
ss (issue, assume)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| issue | i·ss·ue | 2 | Not in the sequence |
| assume | a·ss·u_e·m | 2 | Lesson 68 |
| assure | a·ss·u·r·e | 2 | Not in the sequence |
| lesson | l·e·ss·o·n | 2 | Lesson 67b |
| massive | m·a·ss·i·v·e | 2 | Lesson 67b |
| message | m·e·ss·a·g·e | 2 | Lesson 67b |
| cassette | c·a·ss·e·tt·e | 2 | Lesson 67b |
| pressure | p·r·e·ss·ur·e | 2 | Not in the sequence |
| assembly | a·ss·e·m·b·l·y | 3 | Lesson 74 |
| possible | p·o·ss·i·b·le | 3 | Lesson 75 |
| possibly | p·o·ss·i·b·l·y | 3 | Lesson 74 |
| assembler | a·ss·e·m·b·l·er | 3 | Lesson 80 |
| assistant | a·ss·i·s·t·a·n·t | 3 | Lesson 68 |
| essential | e·ss·e·n·ti·a·l | 3 | Lesson 119 |
| excessive | e·xc·e·ss·i·v·e | 3 | Not in the sequence |
| assumption | a·ss·u·m·p·tion | 3 | Lesson 119 |
| associate | a·ss·o·c·i·a_e·t | 4 | Not in the sequence |
| necessary | n·e·c·e·ss·a·r·y | 4 | Not in the sequence |
| necessity | n·e·c·e·ss·i·t·y | 4 | Lesson 117 |
| impossible | i·m·p·o·ss·i·b·le | 4 | Lesson 75 |
| essentially | e·ss·e·n·ti·a·ll·y | 4 | Lesson 119 |
| association | a·ss·o·c·i·a·tion | 5 | Not in the sequence |
| possibility | p·o·ss·i·b·i·l·i·t·y | 5 | Lesson 74 |
| asset | a·ss·e·t | 2 | Lesson 67b |
mm (common, command)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| common | c·o·mm·o·n | 2 | Lesson 67b |
| command | c·o·mm·a·n·d | 2 | Lesson 67b |
| comment | c·o·mm·e·n·t | 2 | Lesson 67b |
| summary | s·u·mm·ar·y | 3 | Lesson 111 |
| committee | c·o·mm·i·tt·ee | 3 | Lesson 85 |
| recommend | r·e·c·o·mm·e·n·d | 3 | Lesson 67b |
| commercial | c·o·mm·er·ci·a·l | 3 | Lesson 119 |
| community | c·o·mm·u·n·i·t·y | 4 | Lesson 74 |
| immediate | i·mm·e·d·i·a·t·e | 4 | Not in the sequence |
| communicate | c·o·mm·u·n·i·c·a_e·t | 4 | Lesson 68 |
| communication | c·o·mm·u·n·i·c·a·tion | 5 | Lesson 119 |
| recommendation | r·e·c·o·mm·e·n·d·a·tion | 5 | Lesson 119 |
| comma | c·o·mm·a | 2 | Lesson 67b |
| dummy | d·u·mm·y | 2 | Lesson 74 |
| commit | c·o·mm·i·t | 2 | Lesson 67b |
| immune | i·mm·u_e·n | 2 | Lesson 67b |
| grammar | g·r·a·mm·ar | 2 | Lesson 111 |
| immense | i·mm·e·n·s·e | 2 | Lesson 67b |
| commence | c·o·mm·e·n·c·e | 2 | Lesson 67b |
| dilemma | d·i·l·e·mm·a | 3 | Lesson 67b |
| immoral | i·mm·or·a·l | 3 | Lesson 78 |
| communal | c·o·mm·u·n·a·l | 3 | Lesson 68 |
| immature | i·mm·a·t·u·r·e | 3 | Not in the sequence |
| imminent | i·mm·i·n·e·n·t | 3 | Lesson 67b |
nn (annoy, cannot)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| annoy | a·nn·oy | 2 | Lesson 95 |
| cannot | c·a·nn·o·t | 2 | Lesson 67b |
| channel | ch·a·nn·e·l | 2 | Lesson 67b |
| connect | c·o·nn·e·c·t | 2 | Lesson 67b |
| announce | a·nn·ou·n·c·e | 2 | Lesson 96 |
| annual | a·nn·u·a·l | 3 | Lesson 68 |
| innocent | i·nn·o·c·e·n·t | 3 | Lesson 117 |
| connection | c·o·nn·e·c·tion | 3 | Lesson 119 |
| tennis | t·e·nn·i·s | 2 | Lesson 67b |
| tunnel | t·u·nn·e·l | 2 | Lesson 67b |
| cunning | c·u·nn·i·ng | 2 | Lesson 67b |
| annoyance | a·nn·oy·a·n·c·e | 3 | Lesson 95 |
| innocence | i·nn·o·c·e·n·c·e | 3 | Lesson 117 |
| personnel | p·er·s·o·nn·e·l | 3 | Lesson 80 |
| annually | a·nn·u·a·ll·y | 4 | Lesson 74 |
| innovative | i·nn·o·v·a·t·i·v·e | 4 | Lesson 68 |
| connotation | c·o·nn·o·t·a·tion | 4 | Lesson 119 |
| anniversary | a·nn·i·v·er·s·ar·y | 5 | Lesson 111 |
| innate | i·nn·a_e·t | 2 | Lesson 67b |
rr (carry, marry)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| carry | c·a·rr·y | 2 | Lesson 74 |
| marry | m·a·rr·y | 2 | Not in the sequence |
| sorry | s·o·rr·y | 2 | Lesson 74 |
| borrow | b·o·rr·ow | 2 | Lesson 86 |
| bizarre | b·i·z·a·rr·e | 2 | Lesson 94 |
| horrible | h·o·rr·i·b·le | 3 | Lesson 75 |
| irritate | i·rr·i·t·a_e·t | 3 | Lesson 67b |
| terribly | t·e·rr·i·b·l·y | 3 | Lesson 74 |
| tomorrow | t·o·m·o·rr·ow | 3 | Lesson 86 |
| embarrass | e·m·b·a·rr·a·ss | 3 | Not in the sequence |
| irritated | i·rr·i·t·a·t·e·d | 4 | Lesson 68 |
| irrelevant | i·rr·e·l·e·v·a·n·t | 4 | Lesson 67b |
| irritating | i·rr·i·t·a·t·i·ng | 4 | Lesson 68 |
| embarrasses | e·m·b·a·rr·a·ss·e·s | 4 | Lesson 67b |
| arrow | a·rr·ow | 2 | Lesson 86 |
| merry | m·e·rr·y | 2 | Lesson 74 |
| barrel | b·a·rr·e·l | 2 | Lesson 67b |
| carrot | c·a·rr·o·t | 2 | Lesson 67b |
| horrid | h·o·rr·i·d | 2 | Lesson 67b |
| horror | h·o·rr·or | 2 | Lesson 111 |
| mirror | m·i·rr·or | 2 | Lesson 111 |
| narrow | n·a·rr·ow | 2 | Lesson 86 |
| parrot | p·a·rr·o·t | 2 | Not in the sequence |
| terror | t·e·rr·or | 2 | Lesson 111 |
ff (affair, affect)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| affair | a·ff·air | 2 | Lesson 112 |
| affect | a·ff·e·c·t | 2 | Lesson 68 |
| afford | a·ff·or·d | 2 | Lesson 78 |
| coffee | c·o·ff·ee | 2 | Lesson 85 |
| differ | d·i·ff·er | 2 | Lesson 80 |
| effect | e·ff·e·c·t | 2 | Lesson 68 |
| effort | e·ff·or·t | 2 | Lesson 111 |
| office | o·ff·i·c·e | 2 | Lesson 67b |
| suffer | s·u·ff·er | 2 | Lesson 80 |
| suffice | s·u·ff·i_e·c | 2 | Lesson 67b |
| traffic | t·r·a·ff·i·c | 2 | Lesson 67b |
| offices | o·ff·i·c·e·s | 3 | Lesson 117 |
| official | o·ff·i·ci·a·l | 3 | Lesson 119 |
| different | d·i·ff·er·e·n·t | 3 | Lesson 80 |
| difficult | d·i·ff·i·c·u·l·t | 3 | Lesson 67b |
| effective | e·ff·e·c·t·i·v·e | 3 | Lesson 68 |
| efficient | e·ff·i·ci·e·n·t | 3 | Lesson 119 |
| difference | d·i·ff·er·e·n·c·e | 3 | Lesson 80 |
| sufficient | s·u·ff·i·ci·e·n·t | 3 | Lesson 119 |
| differently | d·i·ff·er·e·n·t·l·y | 4 | Lesson 80 |
| baffle | b·a·ff·le | 2 | Lesson 75 |
| offend | o·ff·e·n·d | 2 | Lesson 68 |
| offset | o·ff·s·e·t | 2 | Lesson 67a |
| suffix | s·u·ff·i·x | 2 | Lesson 67b |
bb, cc, dd, gg, zz (occur, accord)
| Word | Spelling units | Syllables | Readable after |
|---|---|---|---|
| occur | o·cc·ur | 2 | Lesson 81 |
| accord | a·cc·or·d | 2 | Lesson 78 |
| hidden | h·i·dd·e·n | 2 | Lesson 67b |
| middle | m·i·dd·le | 2 | Lesson 75 |
| sudden | s·u·dd·e·n | 2 | Lesson 67b |
| account | a·cc·ou·n·t | 2 | Lesson 96 |
| address | a·dd·r·e·ss | 2 | Lesson 67b |
| occupy | o·cc·u·p·y | 3 | Not in the sequence |
| addition | a·dd·i·tion | 3 | Lesson 119 |
| occasion | o·cc·a·sion | 3 | Lesson 119 |
| addressing | a·dd·r·e·ss·i·ng | 3 | Lesson 67b |
| additional | a·dd·i·tion·a·l | 4 | Lesson 119 |
| occasional | o·cc·a·sion·a·l | 4 | Lesson 119 |
| hobby | h·o·bb·y | 2 | Lesson 74 |
| accuse | a·cc·u_e·s | 2 | Lesson 68 |
| addict | a·dd·i·c·t | 2 | Lesson 67b |
| boggle | b·o·gg·le | 2 | Lesson 75 |
| bubble | b·u·bb·le | 2 | Lesson 75 |
| cuddly | c·u·dd·l·y | 2 | Lesson 74 |
| fiddle | f·i·dd·le | 2 | Lesson 75 |
| muddle | m·u·dd·le | 2 | Lesson 75 |
| puzzle | p·u·zz·le | 2 | Lesson 75 |
| rabbit | r·a·bb·i·t | 2 | Lesson 67b |
| ribbon | r·i·bb·o·n | 2 | Lesson 67b |
When do these words become readable?
The lessons where the most words on this page become decodable. Words marked not in the sequence have a spelling the sequence never teaches as a pattern.
| Readable after | Words |
|---|---|
| Lesson 67b | 124 |
| Lesson 68 | 42 |
| Lesson 74 | 27 |
| Lesson 75 | 27 |
| Lesson 78 | 15 |
| Lesson 80 | 24 |
| Lesson 111 | 17 |
| Lesson 119 | 56 |
| Not in the sequence | 63 |
How do you teach double consonant words?
Teach syllable division with these. "Find the two vowels. Split between the double letters: rab-bit." Each syllable is closed, so both vowels are short (or the second is schwa). Read in two steps, then as one word. Words like happy and puppy add y as /ē/ at the end.
What mistake do students make with double consonant words?
In reading, students try to read the whole word at once and guess. Draw a line between the doubles and read one part at a time. In spelling, they drop one letter (rabit). Ask them to clap the syllables; the first one ends with a consonant sound, and the second starts with one.
Where do double consonant words come in the sequence?
Double consonants come with two-syllable closed words, after compound words and before open syllables. In the sequence we use, the pattern is taught in Lesson 67b.
Exceptions worth knowing
Our list leaves out words where a suffix caused the doubling (running, bigger), which have their own spelling rule. In words like attic and appear, the first syllable may be unstressed.
Decodable sentences
Every word in these sentences can be read at Lesson 67b or earlier, or is a heart word taught by then.
- The rabbit is in the basket.
- The kitten had a nap in the attic.
Questions people ask
What are 5 double consonant words?
Allow, annoy, apple, apply, carry. Those are the five most common of the 489 two-syllable or longer words with a double consonant in the middle in our checked list.
Where do you split a word with double consonants?
Between the doubles: rab-bit, kit-ten, hap-py.
Why are there two consonants in rabbit?
The second b closes the first syllable (rab), which keeps the a short. With one b, it would read ra-bit with a long a.
When can a student read double consonant words?
Double consonant words are taught at Lesson 67b in the lesson sequence we use. 135 of the 489 words on this page can be sounded out by then; the rest wait for a pattern taught later, and the tables show the lesson for each word.
How this list was built
Every word comes from our lexicon of common English words, each split into spelling units and checked against a pronouncing dictionary, so a word is listed under the sound its spelling really makes. Words a student sees in our assessments are left out. The readable after lesson comes from our decodability engine, which checks each spelling unit and syllable pattern against the lesson sequence. You can run your own text through the same engine with the free decodable text checker.